A STUDY OF A SOCIAL ANNOTATION MODELING LEARNING SYSTEM*

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into classroom instruction utiliz-ing a Social Annotation Modeling Learning System (SAM-LS). SAM-LS employs Web 2.0 software called HyLighter that allows instructors to imple-ment text-dependent socio-intellectual interactions among students. Twenty students engaged in a HyLighter activity, individually or in groups, analyzed an article by annotating text, providing elaborate answers, and responding to peers ’ opinions. Their motivation, technical competency, and attitudes toward HyLighter’s technical and pedagogical usability were evaluated. Students reported positive perceptions of HyLighter’s technical usability but neutral attitudes toward its pedagogical usefulness and future usage